Children’s existential questions – recognized in Scandinavian curricula, or not?

Do curricular texts address children’s existential questions and how are such to be met in school? This is the crucial question of this study. It consists a comparative content analysis Swedish, Norwegian, Danish national curricula for religious education, use 2019. To provide background varying shifting ways which Swedish from 1969 up 2011 expressed ‘livsfrågor’ educational responses them have been studied. As new theme ‘livsfrågor’, meaning questions, was introduced curriculum compulsory school. A comparison Scandinavian today shows that one most explicitly addresses importance questions; Norwegian subtly emphasizes dialogue with school children; while syllabus links worldviews, general systems thought, not addressing students’ own questions. In characterization curricula, two codes, proclamatory dialogical, as suggested by Hartman , three purposes education Biesta (qualification, socialisation, subjectification) used. Although it studies study contributes towards didactical discussions on role possible them.